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24 Cards in this Set
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impression management |
form of communication that employs not only verbal language but also face work, gestures, gait, posture, and body language - employed to express a desired action/emotion |
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front stage vs. back stage |
Goffman refers to front stage as the role an individual has for the public - how one portrays themselves in public settings (in presence of others) VS. back stage which is the private psychological thinking and expressions - unedited thoughts that are not altered to conceal or reveal anything |
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impressions given vs. impressions given off |
impressions given - the messages individuals send to others (those who they interact with confiding in wishes, feelings, intentions, and selves) are intended by the individual. impressions given off - not intended, accidental messages that may embarrass actors if they are aware of them |
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impression management of aces |
Aces and Aces will purposefully reveal their marks because they did well. If they are with other aces they will freely expose their mark because they are not worried about hurting anyone's feelings because they all know that everyone did equally well or slightly better. They will often talk about how easy the test was. Exact grades are to be revealed, critical reviews of each question on exam, open exchange of study tactics - those who did better will win at who has the best study tactic. Norms of modesty are stretched Aces and Bombers always willing to interact w bombers will try to guess how a bomber did before asking - this will determine how they phrase the question immediately comment on difficulty of test and remind bombers of disclaimers before they wrote the exam will act as though they were lucky |
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impression management of bombers |
bombers - ace: will try to avoid aces accustomed to signs of success in aces - learn to avoid these signs + people will try to be a gracious loser use disclaimers as to why they did poorly: ex. did not have enough time to study, or if i had studied i would have done as well as you bomber - bomber: closed private encounters stand in cluster away from aces PITY PARTY blames prof discusses impossibility of demands from class |
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five revelation strategies? |
1. repressed bubbling: students receive unexpected good grade and are so excited they cannot contain it. not seen as a bragger because they are visibly so happy in spite of themselves 2. accidental revelation: students permit an accidental display of grade - ex. leaving test paper face upward as they pretend to be humble 3. passive persuasion: visible conscious cues displaying the good grade, ex. smiling broadly, or giving unusual positive signs to raise curiosity of other students 4. active persuasion: solicit response from others. searches for inquiry and initiate conversation forcefully/at any opportunity 5. question-answer chain rule: individual asks student how they did, and in turn student must ask that individual how they did out of courtesy |
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example of repressed bubbling |
trying to keep to oneself but unable to conceal good news because they are unable to control the smile. sitting through class anxiously happy and trying not to smile |
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example of accidental revelation |
briefly placing paper with grade face upward sideways on desks facing direction where other students are sitting |
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example of passive persuasion |
giving an unusual positive sign after receiving test paper to elicit curiosity in other students who will thus ask how they did |
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examples of active persuasion |
catching others' eyes, raising eyebrows to signal inquiry, inclining bodies toward another to initiate conversation |
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examples of question-answer rule |
asking student how they did to ensure they ask u how you did. forces other student to ask due to courtesy |
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example of foot in door approach |
asking student about question that they supposedly did not get - allows them to eventually lead the conversation to talking about marks |
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example of selective revelation |
hiding excitement of grades with students but revealing good news to family or friends |
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example of absenteeism |
missing class due to "sickness" when really it's just to avoid receiving mark back to avoid being asked about grades |
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example of lying |
saying you got 10% higher than what you actually got to avoid shame of low grade |
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example of empathetic concealment |
shoving grade paper into binder to signal to other students that grades are not to be discussed ! |
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example of subtle concealment |
concealing test paper with another paper, but still having it seen. "accidentally" having arm covering grade |
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example of adopt and nonchalance |
laying low, clenched teeth, disappointed expression or not even bothering to look at grades |
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Dramaturgical Perspective |
focuses on the strategies people use to convey to others that they really are who they claim to be people are viewed as actors with a front stage and a back stage back stage - low in norm regulation; able to think free of constraint. let "I" govern behaviour front stage - high in impression management, exhibit stage performances to convey a desired self image - where most of social interactions take place unit of analysis - individual/interaction methodology - participant observation, in-depth interviews |
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impression management |
self presentations designed to gain approval |
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saving face |
recovering/avoiding public disgrace |
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Ethnomethodology |
focuses on how members of a society make sense of the situations they encounter (methods through which reality is constructed) people create a social construction of meaning unit of analysis - individual/interaction method - breaching experiments |
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accounts |
explanations people generate to give meaning to their experiences in specific situations |
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breaching experiments |
intentionally break a social norm to see how individuals maintain their sense of reality proves the fragile nature of realties and how readily they are disrupted when people fail to apply basic rules of social interaction |
